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| 博士生多元化培养的构想及实现路径——基于我国博士生教育质量研究20年的反思 |
| On Conception of Diversified Cultivation of Doctoral Students and Implementation Path: Retrospection on 20 years of research on doctoral education quality in China |
| 投稿时间：2019-10-22 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.01.03 |
| 中文关键词: 博士生;培养质量;多元发展;实践路径 |
| 英文关键词: doctoral students;cultivation quality;diversified development;path of practice |
| 基金项目: |
| 作者 | 单位 | | 杨伊 | 上海师范大学 教育学院, 上海 200234 | | 夏惠贤 | 上海师范大学 教育学院, 上海 200234 |
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| 中文摘要: |
| 1999年以来，我国博士生招生人数显著攀升，回顾我国博士生教育质量20年的研究，其思想纵向呈现出三个变化趋势：从专注学术取向到关注多元发展，从聚焦在学质量到追求发展质量，从强调显性成果到倡导综合能力。依据这一趋势，当下的博士研究生培养应以立德树人为根基，以科研能力为主干，以服务社会为枝叶。高校要以此为培养标准，树立起多元化培养目标，实现博士生全方位、多维度发展。具体到实践层面，鼓励博士生全面参与学校治理不失为实现博士生多维培养的有效途径，具体应以党建工作提升政治觉悟，以课题参与提升学术水平，以志愿服务厚植奉献情怀，以社会实践推动成果转化。 |
| 英文摘要: |
| Since 1999, the doctoral student enrollment in China has increased significantly. When reviewing the research on the doctoral education quality in China in the past 20 years, the authors find three changing trends in the mind of the people, i.e. from focusing on academic orientation to more attention to diversified development, from focusing on performance at school to the pursuit of quality development, and from stressing on explicit outcomes to advocating comprehensive competence. According to the trends, the authors believe the present doctoral student education should be based on virtue cultivation, with scientific research ability as the trunk, and service to the society as the branches. Therefore, the authors suggest the higher-learning institutions set up diversified training objectives to cultivate doctoral students to develop in an all-round and multi-dimensional way. The authors also believe that in practice, to encourage doctoral students to fully participate in school governance is an effective, multidimensional way to cultivate them. Specifically, the authors suggest we should promote political awareness through party building, enhance academic level through project participation, foster devotion enthusiasm through voluntary service, and promote achievement transfer through social practice. |
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